Navegando por Autor "SANTOS, Nayra da Cunha Rossy"

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Fração e sua representação como medida de comprimento: uma experiência de ensino-aprendizagem no contexto de um laboratório de educação matemática
(Universidade Federal do Pará, 2014-05-29) SANTOS, Nayra da Cunha Rossy; CABRAL, Natanael Freitas; http://lattes.cnpq.br/7333636064244278
The present study investigated the process of conceptual reconstruction fraction as a measure of length in the context of a Mathematics Laboratory Education (LEM) when the process is driven by a structured writing activity and mediated intervention of a teacher. To this end, the concepts of LEM were presented, choosing one as the design used for the survey. LEM offers possibilities that the teacher and students as an area of knowledge production, directing for Teaching Activities for which subsidized by Historic-Cultural Psychology, justifies the pedagogical activity of teachers and presents Guiding Teaching Activities were explored as an alternative to minimize some difficulties in teaching and learning, emphasizing conceptual learning. Structured with a class of 40 students in the 6th grade of elementary school in a public school in Belém, which was recorded on video and audio, for later microgenetic analysis of the interactions between teacher and students activity was applied. Taking into consideration the prior knowledge of students, work with the class during the year and structured activity, the results showed evidence of at least ten specific learning had an exponential effect on later learning. This means that the more previous connections are possible to be mobilized by the students in their interactions with the teacher, the more the subject is able to move forward in the consolidation of the object of study.
Acesso aberto (Open Access)
Identidade profissional docente em memoriais de formadores de professores de matemática
(Universidade Federal do Pará, 2021-01-21) SANTOS, Nayra da Cunha Rossy; GONÇALVES, Tadeu Oliver
The main objective of this doctoral research was to characterize a possible professional identity of teachers who are teachers of mathematics, based on aspects emerging from the analysis of their memorials. For this, a study was carried out on the concept of identity investigating its origins in Philosophy and Sociology to build a theoretical basis that took as a reference concepts linked to liquid modernity, by Zygmunt Bauman, as well as Claude Dubar's ideas on identities and their crises, in addition to Edgar Morin's Theory of Complexity. With a view to an understanding of the concept of professional teaching identity, a survey was carried out between national and international productions on this theme, emphasizing the conception of Bolívar (2006), which adopts a narrative perspective. Three memorials of teacher training from the Institute of Mathematical and Scientific Education of the Federal University of Pará (IEMCI / UFPA) were analyzed and they competed for the position of full professor / free holder. They are documents in the public domain, but were voluntarily granted by the subjects and, therefore, we chose to use them referring to their real names. The reading of these documents was performed based on an instrumentation proposed in this research associated with a subsequent analysis based on four guiding axes that emerged from it. Such axes analyze: a) the subject's relationship with the mathematical object; b) the role of experienced identity crises; c) the identification processes for themselves and for others; d) the subject's relationship with the world. Initially, the analyzes were carried out individually to, in a second moment, propose a meta-narrative that would perform the dialogue of the excerpts taken from the memorial and that we consider to influence the constitution of the professional identity of these teachers who are teachers of Mathematics teachers. In this way, we support the proposition that the professional identity of teachers who are teachers of mathematics teachers is constituted in a gradual and non-linear way, based on relationships established with Mathematics or mathematical objects, suffering influences from the world and other subjects, being crises, elements that trigger this constitutive process.